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Child Assessment Portfolio

Part 1: Child Introduction


Childs characteristics and needs.

Childs first name: J


Age and date of birth: 4 years old,
Family structure: J has a nuclear family that consists of two
married parents and one older sister. Js mother and father both
work to provide for their family.
Family culture and beliefs: J's family consists of Caucasians.
They are also devout Christians who go on missionary trips as a
family to Haiti frequently.
Experience in care outside of home, if any: J attends
Towering Oaks Preschool three times a week. When he is not at
preschool, his Grandmother watches him at her house.
Special developmental or learning needs: None.
Childs interests: J loves to play sports, read books, learn,
watch Thomas the Train, build with blocks, converse with others,
and to color.
Any additional relevant information: J is often bragged on
about how intelligent he is for a four-year-old.

Summarize how this information may influence the


assessment of the child.

Knowing this information does not influence bias in my


assessment of the child. This information will only help me
understand more about the child and why he does or says
certain things. Knowing the childs background and family
structure helps me gain insight on what goes on at home that he
brings with him to school. I will only use this information the way
it is intended: for knowledge and insight instead of bias.
Part 2: Assessment

Social-Emotional
Teaching Strategies Gold --- Objective 1
Objective 1: Regulates own emotions and behaviors
Dimension b: Follows limits and expectations
J, Age 4
September 8, 2016
1:30 p.m.
Center Time Clean Up

J is continuing to play a game with two other boys in the dramatic play center. The

teacher tells the children that it is time to clean up. J and the boys drop what they are

doing and begin to clean up the mess in their center. The teacher asks J to help another

child clean up the block area that is very messy. J says, But I didnt make the mess!

Mrs. Lori explains that his friend needs help cleaning it up. J listens to teacher, walks

over to the block area, and begins cleaning it up with his friend.

This anecdotal record documents Dimension b: Follows limits and expectations of

Objective 1: Regulates own emotions and behaviors. J initially asked why he had to help

clean up in another center, but complied to the teachers request.


Social-Emotional
Teaching Strategies Gold --- Objective 1
Objective 1: Regulates own emotions and behaviors
Dimension b: Follows limits and expectations
J, Age 4
November 7, 2016
10:45 a.m.
Center Time

J is playing in the block center with another child. One child comes from the dramatic

play center and begins playing with the blocks J and the other child are currently playing

with. J says, Hey! We are playing with those! The teacher says, J and (Childs Name),

our third rule is to be a kind friend. Kind friends need to share. J says Okay and begins

playing with the other two children.

This anecdotal record documents Dimension b: Follows limits and expectations of

Objective 1: Regulates own emotions and behaviors. J listened to his teachers request

and did it without refusal.


Social-Emotional Level of Development:

After reviewing both pieces of documentation, I have concluded that J is at Level 5. In

the anecdotal record on September 8th, J accepted redirection from his teacher after he

initially questioned her request. This is a Level 4: Accepts redirection from adults. In the

anecdotal record of November 7th, J listened to his teachers request and rules to share

with others. Since J has mastered Level 4, he is at a Level 5.

Goal:

Since J is ready to move on to Level 6: Manages classroom rules, routines, and

transitions with occasional reminders, I would recommend working more on learning the

classroom rules. The teacher could have the children act out what being a kind friend

means. This will help J remember that kind friends share and will help him gain Level 6

skills.
Physical
Teaching Strategies Gold -- Objective 6
Objective 6: Demonstrates gross-motor manipulative skills
J, Age 4
September 29, 2016
1:15 p.m.
Free Time

Interview with Teacher

Me: Does J demonstrate any gross-motor manipulative skills?

Mrs. Debbie: Oh yes. J has been in trouble many times for throwing

objects in room. He has thrown Legos, crayons, and even blocks.

Me: Does he demonstrate any of these skills in outdoor play time or

during gym?

Mrs. Debbie: Yesterday the kids played catch during gym time with

one of those big red bouncy balls. J would catch the ball using his chest

and chin. He throws overhead when passing the ball.

This interview with Js teacher, Ms. Debbie, documents Objective 5:

Demonstrates gross-motor manipulative skills. Joel can throw and

catch objects well and with a purpose.


Physical
Teaching Strategies Gold -- Objective 6
Objective 6: Demonstrates gross-motor manipulative skills
J, Age 4
November 7, 2016
1:25 p.m.
Outdoor Play

Js class goes outside to play an organized game of kickball. When it

was Js turn to kick, he stepped forward and kicked the ball then ran to

the first base. J kicked the ball twice more in the same manor before

they went back inside.

This anecdotal record documents Objective 6: Demonstrates gross-

motor manipulative skills. J was able to kick the ball by stepping up to

it when it was rolling towards him.


Physical Level of Development:

After reviewing both pieces of documentation, I have concluded that J

is at a Level 6: Manipulates balls or similar objects with flexible body

movements. In the interview with J's teacher on September 29th, she

explained that J could throw objects and balls as well as catching them.

In the anecdotal record on November 9th, I was able to see that J could

kick balls, too. For these reasons, J indicates he is at a Level 6.

Goal:

J needs to continue strengthening his skills at Level 6: Manipulates

balls or similar objects with flexible body movements. I would

recommend playing more games to help him build his gross-motor

manipulative skill with him. This will allow him to strengthen his

catching, throwing, and kicking skills before moving on to Level 7.


Language
Teaching Strategies Gold --- Objective 8
Objective 8: Listens to and understands increasingly complex
language
Dimension b: Follows directions
J, Age 4
October 10, 2016
12:30
Coloring Time

J and the other students are sitting at the table when they are handed

a paper. The teacher, Mrs. Lori asks all the students to get their

coloring boxes out and all children proceed to do so. When everyone

has sat down, the teacher then asks the children to start coloring their

paper. J gets out a brown marker and begins coloring his paper. Mrs.

Lori says, J please put up the marker and use a crayon instead. J

shrugs his shoulders and says, Okay! J puts his brown marker up,

picks up a brown crayon, and begins coloring.

This anecdotal record documents Dimension b: follows direction of

Objective 8: Listens to and understands increasingly complex

language. When J was asked to put up his marker, he did it

immediately and got a crayon.


Language
Teaching Strategies Gold --- Objective 8
Objective 8: Listens to and understands increasingly complex
language
Dimension b: Follows directions
J, Age 4
November 9, 2016
8:55 a.m.
Morning Snack

8:55 a.m. Teacher explains to children that it is time to have their

morning snack. She asks all children to go wash their hands.

9:03 a.m. Children are sitting down eating their snack.

9:05 a.m. J states, Mrs. Debbie, I need to go potty.

Mrs. Debbie says, Okay. Dont forget to wash your hands and

turn off the sink with the paper towel.

9:08 a.m. J returns. Mrs. Debbie says, I seen how well you followed

directions. You are doing a great job J.

This narrative record documents Dimension b: Follows direction of

Objective 8: Listens to and understands increasingly complex

language. J able to follow Mrs. Debbies two step directions on washing

his hands after he was reminded.


Language Level of Development:

After reviewing both pieces of documentation, I have concluded that

they indicate a Level 6: Follows directions of two or more steps that

relate to familiar objects and experiences. In the anecdotal record on

October 10th and in the narrative record on November 9th, J proved that

he can follow and carry out two step directions. For this reason, J

indicates he is at a Level 6.

Goal:

J is not yet ready to move onto Level 8: Follows detailed, instructional,

multistep directions. Instead, J should strengthen his skills in Level 6:

Follows directions of two or more steps that relate to familiar objects

and experiences, by listening to the teacher give more steps than two

and giving him the chance to complete them. This will both strengthen

his skills in Level 6 and will also prepare him for Level 8.
Cognitive
Teaching Strategies Gold --- Objective 13
Objective 13: Uses classification skills
J, Age 4
October 11, 2016
11:10 a.m.
Math/Science Activities
This photo of Js work sample documents Objective 13: Uses
classification skills. Joel correctly classified four different shells and
placed them into groups.
Cognitive
Teaching Strategies Gold --- Objective 13
Objective 13: Uses classification skills
J, Age 4
October 31, 2016
11:10 a.m.
Math/Science Activities

J is sitting down at the table with the other students when the teacher

calls him up to the front of the classroom. She has different vegetables

lying on her table: two pumpkins, three gourds, and two ears of Indian

corn. She asks J to demonstrate how to group the vegetables in front of

the class. J correctly places each vegetable in the correct group.

This anecdotal record documents Objective 13: Uses classification

skills. J correctly placed the vegetables into groups based on their

observable characteristics.
Cognitive Level of Development:

After reviewing both pieces of documentation, I have concluded that

they indicate a Level 4: Places objects in two or more groups based on

differences in a single characteristics, e.g., color, size, or shape. In the

photo of Js work sample on October 11th and in the anecdotal record

on October 31st, J proved that he can place objects in two or more

groups based on an observable characteristic. For this reason, J

indicates he is at a Level 4.

Goal:

J is ready to move onto Level 6: Groups objects by one characteristic;

then regroups them using different characteristics and indicates the

reason. The teacher should give the children more than one way to

classify the shells and pumpkins then ask the children why they

grouped them that way.


Literacy

Teaching Strategies Gold --- Objective 16

Objective 16: Demonstrates knowledge of the alphabet

Dimension a: Identifies and names letters

J, Age 4

October 24, 2016

1:45 a.m.

Free Time

Js Alphabet Recognition Checklist

Letter Recognizes Does Not Recognize


J

This checklist documents Dimension a: Identifies and names letters of

Objective 16: Demonstrates knowledge of the alphabet. J correctly

identified and named seven of the twelve letters he saw.


Literacy

Teaching Strategies Gold --- Objective 16

Objective 16: Demonstrates knowledge of the alphabet

Dimension a: Identifies and names letters

J, Age 4

November 11, 2016

1:45 a.m.

Free Time

Js Alphabet Recognition Checklist

Letter Recognizes Does Not Recognize


J

This checklist documents Dimension a: Identifies and names letters of

Objective 16: Demonstrates knowledge of the alphabet. J correctly

identified and named nine of the twelve letters he saw.


Literacy Level of Development:

After reviewing both checklists, it is safe to say that together they

indicate a Level 4: Recognizes as many as 10 letters, especially those

in own name. In the checklist taken on October 24th, J recognized seven

letters and four of those were all letters in his first name. In the same

checklist taken on November 11th, J recognized nine letters and four of

those were letters in his first name. For this reason, J has indicated he

is at a Level 4.

Goal:

J is not yet ready to move onto Level 6: Identifies and names 11-20

upper- and 11-20 lowercase letters when presented in random order. J

should continue to strengthen Level 4 by doing more alphabet

activities both in the classroom and at home.


Mathematics

Teaching Strategies Gold --- Objective 20

Objective 20: Uses number concepts and operations

Dimension a: Counts

J, Age 4

November 3, 2016

10:00 a.m.

Math Lessons

J and another child are asked to participate in a math activity in front of

the class. Both children are handed a sock with a different number of

objects inside of it. The teacher asks both J and the other child to feel

the objects inside of each others sock and try to guess who has the

most. Then, the teacher asks both children to empty out the contents

of their socks onto the table. J had four quarters and the other child

had six marbles. The teacher then placed a muffin pan in front of the

children and asked them to place one into each muffin hole. J began to

count, One, two, three, four. I have four! as the other child counted

to six. J says, He has the most. I only got four. The teacher asks J,

Can you tell me how many (Other Childs name) has? J successfully

counted all his marbles resulting in six.


This anecdotal record documents Dimension a: Counts of Objective 20:

Uses number concepts and operations. J counted to four and six

accurately.
Mathematics

Teaching Strategies Gold --- Objective 20

Objective 20: Uses number concepts and operations

Dimension a: Counts

J, Age 4

November 11, 2016

12:30 p.m.

Block Center

J is playing in the block center and is building what looks like a tall

tower. The teacher says to J, Wow! That is really tall! How many blocks

do you have stacked up there? J begins counting, One, two, three,

four, five, six, seven, eight, nine! I got nine Mrs. Debbie! She then

compliments J for counting correctly and for the nice tower he has

built.

This anecdotal record documents Dimension a: Counts of Objective 20:

Uses number concepts and operations. J correctly counted to nine

using one number name for each block.


Mathematics Level of Development:

After reviewing both pieces of documentation, Js mathematic skills

indicate a Level 4: Verbally counts to 10; counts up to five objects

accurately, using one number name for each object. In the anecdotal

record on November 3rd, J verbally counted all four of his quarters and

all six of the other childs marbles. In the anecdotal record on

November 11th, J correctly counted to nine using one number name for

each block. For these reasons, J indicates he is at a Level 4.

Goal:

J is not ready to move on to Level 6: Verbally counts to 20; counts 10-

20 objects accurately; knows the last number states how many in all;

tells what number (1-10) comes next in order by counting. The teacher

should encourage J to count to ten accurately to strengthen Level 4

skills.